Students will: * Learn about Farnsworth (the house) and Ludwig Mies van …
Students will:
* Learn about Farnsworth (the house) and Ludwig Mies van deer Rohe (the architect). * Conduct research on the Bauhaus movement. * Write a report about the artists and intellectuals, like Mies van deer Rohe, who sought asylum in other countries to escape censorship and the suppression of individual and political rights under Hitler in the 1930's.
From Creative Living: Residential Architecture in MoMA's Collection, A Guide for Educators …
From Creative Living: Residential Architecture in MoMA's Collection, A Guide for Educators
House Three: The House on Stilts--Villa Savoye, Poissy-sur-Seine, France, 1929-31
Students will:
* Discuss the particulars of the Villa Savoye. * Discuss the Le Corbusier's "Chaise Longe" chair. * Learn about the occupants, the Jeannerets, of the Villa Savoye. * Analyze and evaluate "home" and "home atmosphere". * Compare and contrast, through a series of writing exercises, the qualities of Villa Savoye with their own. * Learn about Le Corbusier's "Five Points of Architecture" and the "International Style".
From Creative Living: Residential Architecture in MoMA's Collection, A Guide for Educators …
From Creative Living: Residential Architecture in MoMA's Collection, A Guide for Educators
House Two: The Red and Blue House--Schroder House, Utrecht, The Netherlands, 1924
Students will:
* Discuss the particulars of the Schroder House. * Discuss the "Red Blue Chair". * Learn about the occupants, the Schroders, of the Red and Blue House. * Analyze and evaluate "home" and "home atmosphere". * Compare and contrast, through a series of writing exercises, the qualities of Schroder home with their own. * Learn about the "De Stijl" movement.
The Cyrus Cylinder, a proclamation by the Persian king Cyrus the Great, …
The Cyrus Cylinder, a proclamation by the Persian king Cyrus the Great, gives rare historical insight into ancient Persian culture. These guides can be used to explore the Cyrus Cylinder and related objects in the Getty Villa's collection to learn about Persian culture and Persian interactions with the Greeks. Each guide contains information for teachers as well activities for students that can be carried out in the classroom. Resources include:
Students will view Neto's "Coconut Water" 2008. Students will also conduct fieldwork …
Students will view Neto's "Coconut Water" 2008. Students will also conduct fieldwork collecting data around the school and in their own neighborhoods, document their fieldwork through video, photographs, or drawings, and share findings through a roundtable discussion. Students will also select a typical local product and write a manifesto as to its importance. Also, students will create a mural in the style of Neto's installations.
Students will learn to broaden their descriptive and analytical vocabulary through comparisons …
Students will learn to broaden their descriptive and analytical vocabulary through comparisons and close analysis of works of art; discuss changes taking place in the modern world and the psychological effects on the artists discussed in this guide.
Students will learn that the bronze used to make this sculpture is …
Students will learn that the bronze used to make this sculpture is an alloy of copper and tin with small amounts of antimony, lead, iron, silver, nickel, and cobalt. They use the periodic table to research the chemical formulas of compounds used to make bronze. After learning about oxidation-reduction reactions that occurred in the statue, students speculate about the conservation techniques needed to conserve the bronze sculpture.
Students will study an object from antiquity that was found in the …
Students will study an object from antiquity that was found in the sea off the coast of Italy in order to understand how conservators remove and prevent corrosion on bronze statues.
Students will create a timeline outlining various groups' struggles for equal opportunity …
Students will create a timeline outlining various groups' struggles for equal opportunity and create a 30-second radio or video public service announcement (PSA).
Students will compare and contrast works of art; learn observational techniques; become …
Students will compare and contrast works of art; learn observational techniques; become familiar with buildings in their community; learn the terms foreground, middle ground, and background, as well as terms for describing objects such as line, color, shape, form, and pattern.
Students will watch and discuss an exerpt from Garmendia's "Untitled Orbea" 2007. …
Students will watch and discuss an exerpt from Garmendia's "Untitled Orbea" 2007. Students will explore, video, and discuss a relevant object from the school. Students will consider local traditions, events, habits, or an unusual behavior in their community and create an imaginary monument that represents their community. Students will also design furniture playing with the function of the object.
Students will be able to discuss the growth of suburban development in …
Students will be able to discuss the growth of suburban development in the United States after World War II; write a persuasive essay about suburban development in California; and design a plan for a utopian and environmentally-friendly housing development.
In this lesson students explore both the passion that inspired Picasso to …
In this lesson students explore both the passion that inspired Picasso to take political action and the thought process behind the work. Students will reflect on their own decision making process when they feel compelled to take public action. This lesson will lead students to investigate the following Life-Long Learning Question: How does passion inspire public action?
Students will be able to compare portrayals of individual soldiers to depictions …
Students will be able to compare portrayals of individual soldiers to depictions of battle scenes and discuss the impact of each on viewers; analyze rhetorical strategies in two newspaper articles about a current war; write two different newspaper articles about a current war from different viewpoints; and create digitally or manually manipulated photographs.
Students will view Pistoletto's "Mirror Architecture" and consider why an artist might …
Students will view Pistoletto's "Mirror Architecture" and consider why an artist might choose a fractured mirror to create a work of art; how the surroundings and the viewer interact with the sculpture; and how our perceptions of the piece might change in different locations. Students will write a story with the mirror as the central subject. Students will also write a short story which explores the symbolism of mirrors.
The five lessons that comprise this guide may be used sequentially or …
The five lessons that comprise this guide may be used sequentially or as independent units. An introduction to the key principles of each lesson is followed by a close examination of the works, including historical context and information on the artist. Discussion questions based on the images lead students through formal analysis of the artworks and seek to create connections between information and visual evidence. The activities that conclude each lesson encourage students to synthesize what they have learned about the works, and carry the lessons into the broader curriculum or relate it to skills students are practicing in the classroom.
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